Lesson Title: Mendelian Genetics and Punnett Squares
State Standards:
LS3 (9-11) - 7 Students demonstrate an understanding of Natural Selection/ evolution by… 7b investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
Context of Lesson:
This lesson is an explanation of the work of Mendel and punnet squares as part of the genetics unit following the cell cycle and mitosis. It includes a gene combination activity and students drawing their own punnet squares of their traits. Closing emphasizes independent assortment and genetic variability.make sure to activate their prior knowledge ....i.e activating or checking to see what information they have retained about Mendel and punnett squares? is there homework that reinforces this topic?include the homework if there is, why are they doing this lesson
Materials:
activity hand out
index cards
colored pencils/crayons
Objectives:
Students will be able to connect Mendel and his pea plant experiments to gene segregation
Students will be able to define independent assortment
Students will be able to create a visual of how genetic variability works, and explain it in words. if once you have activated their prior knowledge and they are missing information, do you need additional objectives.
Instruction:
Opening:
We will start with an introduction to Gregor Mendel. I will ask the students how they think that a whole method of determining genotype and phenotype could start from something as small as a pea plant. is there a visual or a video which will help to engage?
Engagement:
Students are gong to work in pairs to "drop their genes." Students are going to get a list of traits and what combination of genes cause these traits. After determining their own genotypes, on 17 index cards they are going to write half their genes on one side (one gene per card) and half on the other side. With a partner they are going to drop their index cards to the ground and see what gene combination their baby would have. They will record their baby's results in a separate table and identify what trait each combination stands for. Finally, students will have to hand in a drawn picture of their baby, their own genotype table. what are you doing while the students are completing this activity.
Closure:
Students will have to create two punnet squares, one of a one-factor cross they witnessed and then also a two-factor cross of any of their gene combinations from the sheet. They will have to answer the following questions: are you asking them the questions, are they getting a question worksheet where they fill in the questions? are they doing some of the questions on the worksheet and some talked about in a group discussion?
What is the ratio of homozygous dominant, to heterozygous, to homozygous recessive in your two-factor cross?
How does the two-factor cross show independent assortment?
What are the chances that a human would exhibit any one combination of these traits?
How does independent assortment lead to genetic variability?
Assessment:
Students will be assessed on their completion of the drop your gene activity, drawing of their baby, and completion of their punnet squares and follow up questions.
Lesson Plan
Lesson Title: Mendelian Genetics and Punnett Squares
State Standards:
LS3 (9-11) - 7Students demonstrate an understanding of
Natural Selection/ evolution by…
7b investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
Context of Lesson:
This lesson is an explanation of the work of Mendel and punnet squares as part of the genetics unit following the cell cycle and mitosis. It includes a gene combination activity and students drawing their own punnet squares of their traits. Closing emphasizes independent assortment and genetic variability. make sure to activate their prior knowledge ....i.e activating or checking to see what information they have retained about Mendel and punnett squares? is there homework that reinforces this topic?include the homework if there is, why are they doing this lessonMaterials:
activity hand outindex cards
colored pencils/crayons
Objectives:
Students will be able to connect Mendel and his pea plant experiments to gene segregationStudents will be able to define independent assortment
Students will be able to create a visual of how genetic variability works, and explain it in words. if once you have activated their prior knowledge and they are missing information, do you need additional objectives.
Instruction:
Opening:
We will start with an introduction to Gregor Mendel. I will ask the students how they think that a whole method of determining genotype and phenotype could start from something as small as a pea plant. is there a visual or a video which will help to engage?Engagement:
Students are gong to work in pairs to "drop their genes." Students are going to get a list of traits and what combination of genes cause these traits. After determining their own genotypes, on 17 index cards they are going to write half their genes on one side (one gene per card) and half on the other side. With a partner they are going to drop their index cards to the ground and see what gene combination their baby would have. They will record their baby's results in a separate table and identify what trait each combination stands for. Finally, students will have to hand in a drawn picture of their baby, their own genotype table. what are you doing while the students are completing this activity.Closure:
Students will have to create two punnet squares, one of a one-factor cross they witnessed and then also a two-factor cross of any of their gene combinations from the sheet. They will have to answer the following questions: are you asking them the questions, are they getting a question worksheet where they fill in the questions? are they doing some of the questions on the worksheet and some talked about in a group discussion?What is the ratio of homozygous dominant, to heterozygous, to homozygous recessive in your two-factor cross?
How does the two-factor cross show independent assortment?
What are the chances that a human would exhibit any one combination of these traits?
How does independent assortment lead to genetic variability?
Assessment:
Students will be assessed on their completion of the drop your gene activity, drawing of their baby, and completion of their punnet squares and follow up questions.